Shakespeare, Race and Pedagogy Podcast
www.shakeracepedagogy.com Shakespeare, Race & Pedagogy is a podcast and education initiative, created by Dr Wendy Lennon, which seeks to share, celebrate, and reinvigorate approaches to the teaching and study of literature. Bringing together contributions from international scholars, teachers, students, and our multilingual communities to investigate literary texts and their place in our world and in our lives.
Episodes
What is the role of embodied cognition for exploring issues of social justice?
What is the value of sixteenth century poetry in developing twenty-first century language skills?
How can working with the deaf community further illuminate social justice and early modern poetry?
What tools and methodologies can be employed to challenge implicit biases in classroom interactions and assessment?
How can we foster meaningful and productive discussions about privilege, intersectionality and race in a manner that ensures an inclusive, safe and non-defensive environment for both educators and students?
How can we actively challenge and dismantle the existing limiting practices within our pedagogical spaces to cre...
How can we reassess existing pedagogical frameworks to focus on student centred learning approaches?
Why is it important to remember that Shakespeare is drama, not just a text to be studied in a classroom?
How can we incorporate multimedia to reinvigorate teaching and learning?
What is the purpose, value and importance of studying art history?
How can galleries develop our understanding of historical contexts through their captions and signs?
How do early modern portraits reveal constructions of gender, race and class?
Dr Wendy Lennon in conversation with Dr Janet Couloute.
How can we engage schools in Shakespeare and higher education?
How can we ensure that critical race studies continues to develop higher education?
How can critical race studies speak to wider social and cultural contexts?
Dr Wendy Lennon in conversation with Professor Liz Oakley-Brown.
https://www.shakeracepedagogy.com/shakeracepedagogypodcast
What are the connections between Shakespeare and the Indian identity?
Is Shakespeare in popular culture frivolous, superficial and self indulgent?
How can Shakespeare be adapted for our current times?
Dr Wendy Lennon in conversation with Dr Koel Chatterjee.
When teaching Shakespeare through personal and societal crises, how can Shakespeare help us to access and share feelings in meaningful ways?
How does Shakespeare read us?
How does the familiar shape and structure of a five act Shakespeare play provide us with a template to form our own stories?
How can we include Shakespeare and pre-modern notions of race in African American and Africana literature classrooms?
Is there a way to dismantle rigid hierarchies which gatekeep Shakespeare?
How can we work collaboratively to effectively teach ShakeRace?
Dr Wendy Lennon in conversation with Dr Hannah Bowling.
https://www.shakeracepedagogy.com/shakeracepedagogypodcast
What is Lit in Colour?
How can schools work collaboratively to develop and improve their curriculum?
How can we reform English teaching to improve our students' learning experience and progression to prepare them for their future careers?
Theatre Studies and Shakespeare. Dr Wendy Lennon in conversation with Chris Anthony.
Why is the theatre and drama important and beneficial for our students to study?
How can we bring Shakespeare and race into acting classes?
How can we interweave the pressing issues in our students lives with Shakespeare's plays?
#ShakeRacePedagogy
Neurodiversity & Shakespeare. Dr Wendy Lennon in conversation with Bridget Bartlett.
What is the relationship between neurodiversity and racial formation in early modern English culture?
How do racializing expectations for both behaviour and spirituality place neuronormativity at the heart of racial thinking?
What are the parallels between race-based rationals for colonialism on the one hand and contemporary forms of neuroablei...
Sound in Macbeth & 'The Sonic Color Line'. Dr Wendy Lennon in conversation with Dr Jennifer Stoever.
What is 'the sonic color line'?
How does Shakespeare use sound in Macbeth?
Does sound have invisible, racialized and critical power?
Teaching Shakespeare in an independent secondary school in England. Dr Wendy Lennon in conversation with Ben Miller.
How can we teach Shakespeare in engaging, innovative and sensitive ways?
What are the challenges and opportunities of being the Head of English in an independent secondary school in England?
What are our hopes for the future of English teaching?
Teaching Shakespeare in South Africa. Dr Wendy Lennon in conversation with Dr Hassana Moosa. #ShakeRacePedagogy
What are the challenges, opportunities and distinct history of teaching Shakespeare in South Africa?
How can adaptation and the sonic colour line be taught through Saheem Ali's radio production of Richard III?
Which strategies, tools and methodologies can be used to train teachers in South Africa?
Dr Wendy Lennon and Dr Maggie Rose discuss Shakespeare's 'The Tempest' in Milan.
Who were the three historic Milanese figures who might have inspired Shakespeare's Prospero?
What were the tensions between Neapolitans, Milanese and Londoners in 'The Tempest'?
How has The Tempest been adapted for the Shakespearean city of Milan?
Dr Wendy Lennon and Dr Varsha Panjwani discuss race, class and gender in Shakespeare's A Midsummer Night's Dream.
How does race intersect with gender and class in A Midsummer Night's Dream?
How can themes of race, class and gender be taught sensitively and in engaging ways?
How might an edition of A Midsummer Night's Dream take into account race words that are glossed in the text, with an introduction to meaningfully contextualise ...
The Shakespeare, Race & Pedagogy podcast.
Dr Wendy Lennon was the guest editor of the British Shakespeare Association's 'Teaching Shakespeare 26' magazine. In this 'Shakespeare, Race & Pedagogy' special edition of the magazine, Lennon wrote an article about 'The Global Resurgence of Authoritarianism'. In this podcast episode, Lennon shares her experiences of teaching under an enforced regime in an academy trust.
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